Berch, Daniel B. editor. Geary, David C. editor. Mann Koepke, Kathleen editor. text bibliography Electronic books. Electronic books. ne 2015 2016 monographic eng

electronic resource

1 online resource. Front Cover -- Development of Mathematical Cognition: Neural Substrates and Genetic Influences -- Copyright -- Contents -- Contributors -- Foreword -- References -- Preface -- Chapter 1: Introduction: How the Study of Neurobiological and Genetic Factors Can Enhance Our Understanding of Mathematica ... -- Introduction -- Neurobiological Perspectives on Mathematical Cognitive Development -- Using Neuroimaging Methods to Study Children's Mathematical Development -- Mathematical Cognition and Development: Brain Structure and Function -- A Brief History -- The Developing Brain -- Brain Imaging Methods Used in Studying Mathematical Cognitive Development -- Criticisms of fMRI -- Reverse Inference -- How Brain Imaging Can Advance Cognitive Theorizing -- Behavioral and Neuro-genetics of Mathematical Cognition -- Interpretive Challenges -- Behavioral Genetics in the Age of Molecular Genetics and Neuroscience -- Summary and Conclusions -- References -- Part I: Neural substrates -- Chapter 2: Number Symbols in the Brain -- Introduction -- Which Brain Regions Are Engaged During the Processing of Numerical Symbols? -- Evidence from Comparison Tasks -- Response-Selection Confounds -- Evidence from fMRI Adaptation Studies -- Semantic or Perceptual Processing of Number Symbols in the IPS? -- Numerical Symbols in the Brain-Evidence from Developmental Studies -- Perceptual Representation of Number Symbols in the Brain -- Are Symbolic and Nonsymbolic Quantity Representations Linked in the Brain? -- Differences in Cardinal and Ordinal Processing of Number Symbols in the Brain -- Conclusions and Future Directions -- Acknowledgments -- References -- Chapter 3: Neural and Behavioral Signatures of Core Numerical Abilities and Early Symbolic Number Development -- Introduction -- Two Systems for Nonverbal Numerical Cognition -- Parallel Individuation System. Approximate Number System -- Behavioral Evidence for Distinct Systems of Numerical Cognition -- The Cognitive Neuroscience of Two Core Systems of Number -- Establishing the Neural Signatures of Two Systems -- Distinct Brain Mechanisms of Two Systems -- Continuity in Neural Signatures over Development -- Change in Core Numerical Processing over Development -- The Relationship Between Core Systems and Symbolic Number Abilities -- Approximate Number System and Symbolic Number and Mathematics Abilities -- The Relationship of Core Systems to Early Number Concept Development -- Conclusions -- Acknowledgments -- References -- Chapter 4: A Neurodevelopmental Perspective on the Role of Memory Systems in Children's Math Learning -- Introduction -- Development of Memory-Based Strategies in Children's Mathematics Learning -- Declarative Memory and Its Development -- Medial Temporal Lobe Memory System -- Memory Processes in the Context of Mathematics Learning -- Children Engage the MTL Memory System Differently Than Adults -- Individual Differences in Children's Retrieval Strategy Use Are Associated with the MTL -- Decoding Brain Activity Patterns Associated with Counting and Retrieval Strategies -- Hippocampal-Prefrontal Cortex Circuits and Their Role in Children's Mathematics Learning -- Longitudinal Changes in MTL Response, Representations and Connectivity Associated with Memory-Based Retrieval -- Why Adults May Not Rely on MTL Memory Systems for Mathematics Performance and Learning -- Conclusions -- Acknowledgments -- References -- Chapter 5: Finger Representation and Finger-Based Strategies in the Acquisition of Number Meaning and Arithmetic -- Introduction -- Fingers in Numerical and Arithmetic Processing -- The Role of Fingers and Finger Representation in Number Processing -- Neural Substrates for Hand and Number Processing. Finger-Based Strategies and Finger Representation in Arithmetic -- Neural Substrates for Finger-Related Activation During Arithmetic Problem Solving -- Finger-Based Strategies and Operation-Specific Processes -- A Model Supporting Operation-Specific Processes -- Behavioral Evidence for Operation-Specific Processes -- Operation-Specific Neural Networks -- Operation-Specific Processes as a Consequence of Operation-Dependent Teaching Methods -- Operation-Dependent Finger-Related Activations -- Finger Counting, Cultural Influence, and Spatial-Numerical Relations -- Future Directions -- Conclusions -- References -- Chapter 6: Neurocognitive Architectures and the Nonsymbolic Foundations of Fractions Understanding -- Introduction -- Fundamental Limitations of the Human Cognitive Architecture -- A Competing View: The Ratio Processing System -- How the RPS May Influence Fraction Learning -- Emerging Behavioral and Neuroimaging Evidence for RPS Model Predictions -- Open Questions -- Charting the Development and Architecture of the RPS -- Leveraging the RPS to Support Fraction Learning -- RPS and Dyscalculia? -- Summary and Conclusions -- Acknowledgments -- References -- Chapter 7: Developmental Dyscalculia and the Brain * -- Introduction -- Developmental Dyscalculia -- Diagnosis of Developmental Dyscalculia -- What Neuroimaging Is Telling Us about Developmental Dyscalculia -- Magnetic Resonance Imaging (MRI) -- Positron Emission Tomography -- Electroencephalography/Magnetoencephalography (MEG) -- Near Infrared Spectroscopy -- Neuronal Correlates of Developmental Dyscalculia -- Numbers in the Adult Brain -- Typical Development of Number Representations in the Brain -- Deficient Functional Networks -- Aberrant Brain Activation in Number-Related Areas in DD -- Aberrant Brain Activation in Domain-General Areas in DD -- Compensatory Mechanisms in DD. Changes of Brain Function Due to Development and Intervention -- Abnormal Neuronal Macro- and Microstructures -- Brain Structure -- Fiber Connections -- Neurometabolites -- Conclusions and Future Directions -- References -- Chapter 8: Neurocognitive Components of Mathematical Skills and Dyscalculia -- Introduction -- Accessing Quantity Representations -- Working Memory: The Role of Serial Order -- Executive Functions -- Discussion and Conclusions -- References -- Chapter 9: Individual Differences in Arithmetic Fact Retrieval -- Introduction -- Development and Measurement of Arithmetic Fact Retrieval -- Neurocognitive Determinants of Individual Differences in Arithmetic Fact Retrieval -- Numerical Magnitude Processing -- Phonological Processing -- Neural Correlates of Arithmetic Fact Retrieval -- Arithmetic Fact Retrieval in the (Developing) Brain -- Individual Differences in Brain Activity During Fact Retrieval -- Connections Between Areas of the Arithmetic Fact-Retrieval Network -- Conclusions and Future Directions -- References -- Chapter 10: Transcranial Electrical Stimulation and the Enhancement of Numerical Cognition -- Introduction -- A Brief History -- tES Today -- The Forms of tES -- tDCS -- tRNS -- Principles and Limitations of tES Experiments -- Placebo Effects -- Online and Offline Effects: Single Session and Training Studies -- Depth of Stimulation -- Choosing the Brain Region -- Size, Number, and Placement of the Electrodes -- Choosing the Type of Stimulation -- Evidence of tES-Induced Enhancement of Numerical Cognition -- Numerosity -- Symbolic and Magnitude Processing -- Symbolic-magnitude mapping -- Multiple electrodes -- Arithmetic Operations -- All or Null? The Case of Nonsignificant Results -- Evidence of tES-Induced Enhancements in Dysfunctional Numerical Cognition -- Mathematics Anxiety -- Dyscalculia -- The To-Do List. Cognitive Cost -- Transfer Effects -- Individual Differences -- Ecological Validity -- Conclusions -- References -- Part II: Genetic Influences -- Chapter 11 Individual Differences in Mathematics Ability: A Behavioral Genetic Approach -- Introduction -- Introduction to Quantitative Genetics -- Etiology of Individual Differences in Mathematics -- Etiology of the Links between Mathematics Ability and Other Traits -- Multivariate Genetic Designs -- Etiology of Relationships between Mathematics and Reading as well as Language-Related Skills -- Origin of Relationships between Mathematics and Spatial Ability -- Etiology of Relationships among Mathematical Subskills -- Overlap in Genetic Influences on Academic Subjects -- Genetic Effects Specific to Mathematics -- Etiology of Relationships between Mathematical Ability and Related Affective Factors -- Mathematical Development -- Molecular Genetic Studies of Mathematics -- Neurobiological Mechanisms -- Conclusions -- Acknowledgment -- References -- Chapter 12: Genetic Syndromes as Model Pathways to Mathematical Learning Difficulties: Fragile X, Turner, and 22q Deletion ... -- Introduction -- Why Focus on Fragile X, Turner, and 22q Deletion Syndromes to Study MLD? -- Contributions of Syndrome Research to Understanding MLD -- Syndromes as Models of MLD -- Fragile X Syndrome -- Turner Syndrome -- Chromosome 22q11.2 Deletion Syndrome -- MLD Frequency and Severity in Children with Fragile X, Turner, or 22q11.2 Deletion Syndromes -- Correlates as Indicators of Pathways to or Subtypes of MLD: Contributions and Limitations -- Correlates as Indicators of MLD Specificity in Fragile X, Turner, and 22q11.2DS -- Characterizing MLD in Girls with Fragile X Syndrome -- Characterizing MLD in Girls with Turner Syndrome -- Characterizing MLD in Children with 22q11.2DS. edited by Daniel B. Berch, David C. Geary and Kathleen Mann Koepke. Includes bibliographical references and index. Mathematics Study and teaching Methodology Mathematical ability Cognition in children MATHEMATICS Essays MATHEMATICS Pre-Calculus MATHEMATICS Reference Cognition in children Mathematical ability Mathematics Study and teaching Methodology QA11.2 .D48 2016eb 510.71 Amsterdam, [Netherlands] : Academic Press, �2016 xxvii, 388 pages 9780128019092 0128019093 0128018712 9780128018712 http://www.sciencedirect.com/science/book/9780128018712 http://www.sciencedirect.com/science/book/9780128018712 N$T 151009 20190328114812.0 ocn923250387 eng